Sensory Processing Disorder Powerpoint
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This document discusses sensory processing disorder and how it can lead to challenging behaviors in children. It defines sensory processing disorder as difficulty processing and responding to sensory information from the senses. Children with autism or developmental disabilities often have sensory issues. The causes are not fully known but may involve irregular brain function. The document describes how children can be either sensory seekers who crave stimulation or sensory avoiders who are overstimulated easily. It provides interventions for each type and tips for managing tantrums which may result from sensory overload.
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Sensory Processing Disorder Powerpoint
- 1. “Sensory Storms” Causing Challenging Behavior Adapted from Becky Parker, M. Ed. Early Childhood/Special Education
- 2. Types of Misbehavior • Attention getting • Aggressive (redirect with words) • Non-Compliant (give choices) • Sensory
- 3. Sensory Problems • A child's learning and behavior problems may be the result of a neurological disorder (a sensory dysfunction) that the child cannot control.
- 4. Sensory Processing Disorder
- 5. Definition • Children with sensory processing disorder have difficulty processing information from the senses (touch, movement, smell, taste, vision, and hearing) and responding normally to that information.
- 6. Who Has Sensory Processing Disorder? • Children with Autism, Asperger's, Cerebral Palsy and other developmental disabilities often have SID. • However, it can also be associated with premature birth, brain injury, learning disorders, and other conditions.
- 7. What Causes SDI? • The exact cause is not known. • Most research suggests it may be due to irregular brain function. • Some children experience small absence seizures.
- 8. Typical Sensory Systems • We all have a sensory system, specific to OUR body ...Discussion... • Bare foot vs. shoes • Blankets on the bed • Temperature • Food Textures
- 9. Normal Thresholds High Arousal – High Sensitivity Normal (Optimal) Arousal Level Low Arousal Level – Low Sensitivity
- 10. Sensory Survey - Basics • Attention and Regulatory Problems • Sensory Defensiveness • Activity Levels • Behaviors • Auditory Processing Problems
- 11. Low Sensory (Seekers) • Active or fidgety • Can't sit still • Runs not walks • Impulsive • Jump, swing, and spin excessively • Bumps into people or things • Difficulty figuring out how to do new tasks – Their little body system is on overload
- 12. Interventions for Seekers • Heavy Work – pushing – Extra Stimulation - pushing grocery cart – Push/pull scooters • Swinging (1, 2, 3) • Jumping (Toddler Lab – jump-a-roo) • Hippity Hop Balls (Yoga Balls) • Climbing • Sit on ball or disc
- 13. High Sensitivity (Avoiders) • Doesn't like crowds or being touched by others • Dislikes getting dirty or working with messy supplies (glue, shaving cream, finger paint, or soap) • Oversensitive to odors or lights • Refuses to eat certain food – especially due to texture
- 14. High Sensitivity Cont. • Withdraws when being touched • Hypersensitive to certain fabrics and usually likes clothes that are soft or comforting • Is uncomfortable with some movements: swinging, sliding, climbing, etc. • Overly sensitive to sound: Vacuum cleaners, lawn mowers, hair dryers, etc.
- 15. Calming an OVER stimulated child • Deep pressure – hugs, cushions, vest, back packs, bean bags, hands on shoulders • Deep massage • Joint compression • Hot baths or warm water in sink • Heavy work – pushing clothes in baskets, crawling, pounding (playdough, drum, etc) • Low lights, quiet place, wearing a hat or visor • Calm, reassuring voices • Running – wears off stress
- 16. Tantrums • Manipulative vs. “Spill-over” – Manipulative tantrums = to get what they want vs. – “Spill-over” or overload tantrums = can't hold it in. • “Cry hard then sleep hard” • Cannot stop them once they start • Child is often “sorry” afterwards
- 17. What DOESN'T work • Anger, force or pressure to do something – This only heightens anxiety and fear, they may become more stuck, really won't do it, or cannot reason and think clearly
- 18. Last things to Remember • Realize sometime pressure heightens fear • You cannot reason with the unreasonable • Consequences are meaningless • Think “gentle persuasion” more often than not • Use a soft, caring voice • Sometimes YOU are or will have to be their emotional regulator
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